AP Calculus AB (Sem 1)

Course Description:

This course is the first semester of a two-semester sequence. The course is aligned to the Advanced Placement curriculum for Calculus AB and covers calculus principles such as derivatives, integrals, limits, approximation, and applications and modeling. Students will gain experience in the use of calculus methods and learn how calculus methods may be applied to practical applications. Course does not include the AP Exam; students can contact their school’s AP Coordinator or the College Board to sign up to take the Exam. In order to maintain the integrity of AP standards, it is highly advisable that local school districts proctor their online student AP course midterm and final exams.

Course Details:

Course Title (District): AP Calculus AB (Sem 1)
Course Title (NCES SCED) : AP Calculus AB
Course Provider : Michigan Virtual
Content Provided By : Michigan Virtual
Online Instructor Provided By : Michigan Virtual
NCES SCED Code :
 Subject Area : Mathematics Course Identifier : AP Calculus AB Course Level : (G) General or Regular Available Credit : 0.5 Sequence : 1 of 2

How To Enroll:

Enrollment Website : https://slp.michiganvirtual.org/ [email protected] (888) 889-2840

Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.

Upon completion of this course:

• Students will be able to work with functions represented in a variety of ways: graphical, numerical, analytically, or verbal.
• Will understand the meaning of the derivative in terms of a rate of change and local linear approximation
• And be able to use derivatives to solve a variety or problems
Students will understand the relationship between the derivative and the definite integral as expressed in both parts of the fundamental theorem of calculus

INACOL Online Course Quality Standards

The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. Fully Met
The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. Fully Met
The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. Fully Met
Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. Fully Met
Multiple learning resources and materials to increase student success are available to students before the course begins. Fully Met
Course Overview and Introduction Rating Comments
Clear, complete course overview and syllabus are included in the course. Fully Met
Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. Fully Met
Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. Fully Met
Legal and Acceptable Use Policies Rating Comments
The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. Fully Met
Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. Fully Met
Privacy policies are clearly stated. Fully Met
Online instructor resources and notes are included. Fully Met
Assessment and assignment answers and explanations are included. Fully Met
Instructional and Audience Analysis Rating Comments
Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. Fully Met
Course, Unit and Lesson Design Rating Comments
The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. Fully Met
Instructional Strategies and Activities Rating Comments
The course instruction includes activities that engage students in active learning. Fully Met
The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. Fully Met
The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. Fully Met
The course provides options for the instructor to adapt learning activities to accommodate students’ needs. Fully Met
Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. Fully Met
The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. Fully Met
The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. Fully Met
The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. Fully Met
Students have access to resources that enrich the course content. Fully Met
Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. Fully Met
The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. Fully Met
Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. Fully Met
Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. Fully Met
Assessment Resources and Materials Rating Comments
Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. Fully Met
Grading rubrics are provided to the instructor and may be shared with students. Fully Met
The grading policy and practices are easy to understand. Partially Met
The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. Fully Met
The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. Partially Met
Clear and consistent navigation is present throughout the course. Fully Met
Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. Fully Met
Technology Requirements and Interoperability Rating Comments
All technology requirements (including hardware, browser, software, etc...) are specified. Fully Met
Prerequisite skills in the use of technology are identified. Fully Met
The course uses content-specific tools and software appropriately. Fully Met
The course is designed to meet internationally recognized interoperability standards. Fully Met
Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. Fully Met
Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). Fully Met
Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). Fully Met
The course provider uses multiple ways of assessing course effectiveness. Fully Met
The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. Fully Met
The course is updated periodically to ensure that the content is current. Fully Met
Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. Fully Met
Instructor and Student Support Rating Comments
Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. Fully Met
The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. Fully Met
Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. Fully Met
Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. Fully Met
The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. Fully Met
Students are offered an orientation for taking an online course before starting the coursework. Fully Met

Review Conducted By : Michigan Virtual
Date of Review : 07/10/2014

• Functions and Graphs
• Limits and Continuity
• Derivatives
• Applications of Derivatives
• Anti-derivatives and Definite
• Applications of Definite Integrals
Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Semester 04/01/2020 09/22/2020 06/01/2020 09/22/2020 08/28/2020 01/15/2021 300 \$399.0000 0.0000
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
The drop date for a full refund by the refund date or 25 consecutive days after the enrollment's start date, which ever date comes soonest. Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. Semester 04/01/2020 09/22/2020

Students can use chat, email or private message system within the course to access highly qualified teachers when they need instructor assistance.

School Year Enrollment Count Pass Count Completion Rate Notes
14-15 45 32 71.1% Enrollment data includes all enrollments (21f and non-21f) for the 2014-15 school year.
15-16 46 46 100.0% None
16-17 53 48 90.6% Enrollment data include all enrollments (21f and non-21f) for the 2016-17 school year.
17-18 42 40 95.2% Enrollment data includes all enrollments (21f and non-21f) for the 2017-18 school year.
18-19 31 27 87.1%
19-20 42 33 78.6%